Positive Learning Environment
“Schools are
not buildings, curriculum timetables and
meetings. Schools are relationships and interactions
among people.” ~ Johnson & Johnson, 1994
Vision for a Positive Learning
Environment
MCPS strives to create positive school
climates where students, parents, and
staff work together respectfully to
maintain an orderly and safe learning
environment focused on teaching and
learning.
MCPS Strategic Planning Framework
Every student will have the academic excellence,
creative problem solving and social emotional skills to
be successful in college and career.
Academic Excellence
Creative Problem Solving
Social Emotional Learning
As a result of a strong focus on Social and
Emotional Learning (SEL), students will:
• value and respect diversity and differences
• make constructive and healthy decisions that
promote hope, well-being, & pro-social
behavior
• build resilience, perseverance, selfawareness, & growth mindset
• enhance social awareness, including
collaboration, empathy, & relationship
building
MCPS & Rock View
Philosophy of Discipline
• “…discipline is a developmental process and
effective discipline strategies should meet
students’ varied behavioral and developmental
needs with tiered responses and interventions…
• A continuum of instructional strategies and
disciplinary responses supports teaching and
learning, fosters positive behaviors and reflects a
restorative discipline philosophy…
• Restorative practices afford students opportunities
to learn from their mistakes, correct any harm, and
restore relationships that are disrupted…”
Supports
Guidance
Data
Positive
Reinforcement
/Recognition
Character
Ed
Leadership
Positive
Learning
Environment
Responses
and
Interventions
Character Education
Based on Character Counts
– Respect, Responsibility, Fairness, Caring,
Citizenship, Trustworthiness + Moral
Courage
• Posted signage of Character Counts Traits,
characteristics and definitions
• Morning announcements
• School Creed and “Personal Best”
• Guidance lessons
• Character Wall of Fame
Positive Reinforcement/Recognition
• Individual, Group and Class
reinforcement
• Lunch bunches
• Stars and Star Jar parties
• Roadrunner lines
• Character Kudos
• Shout Outs
• “Good News” Post cards
Guidance
• Skill Building- Problem Solving Model
and Conflict Resolution
• Lessons
• Individual and Group counseling support
• Class meetings
• Referrals for outside supports
• Peer Mediators
• Restorative practices
Supports
• Individual
– Behavior Intervention Plans, Behavior contracts
• Thinking and Academic Success Skills
• Smart Sacks
• Mentoring
• Best Buddies
• Disability Awareness
• Support in our Community
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Manna Food Drive
Anacostia Watershed
Children’s Hospital
Alex’s Lemonade Stand
Data
• Student Gallup survey (5th Grade)
• Focus groups
• Discipline referrals (location,
infractions, response)
Leadership
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Morning announcements
Patrols
Green Team
Best Buddies
Peer Mentors
Classroom jobs
“Helpers”
Responses and Interventions
• School Wide Expectations
– Card System for classrooms (Red, Yellow,
Green +Blue, +Purple)
– Reflection Sheet completed for Red Card
behaviors
• Students reflect on what occurred and alternate
responses
• Parent(s) sign and return to school
– Communication with parents
Responses and Interventions
• Disciplinary Response Matrix
– “…provides a suggested continuum of tiered
responses to inappropriate or disruptive
student behavior…make disciplinary
decisions considering the totality of the
circumstances and are consistent with the
discipline philosophy.”
– The Matrix lists potential inappropriate or
disruptive behaviors and appropriate
responses and interventions.
Rock View’s Matrix
MCPS Code of Conduct Matrix
Responses 3and Interventions
5
Number of Levels
Behavior Labels
List of common Elementary
School infractions
State of Maryland Suspension
codes
Response and Interventions
Classroom support ->
Expulsion
Classroom support -> Expulsion
Factors Impacting Decisions
• Age
• Previous Incidents;
progressive disciplinary
measures
• Cultural and linguistic
factors that provide
context
• Circumstances impacting
incident
• Other mitigating or
aggravating
circumstances
• Age
• Previous Incidents; progressive
disciplinary measures
• Cultural and linguistic factors
that provide context
• Circumstances impacting
incident
• Other mitigating or aggravating
circumstances
Differentiation for grade
level and setting
• Primary vs. Intermediate
• Classroom vs. Nonclassroom
• Comprehensive Pre-K to 12
plan
Building Our Students’ Social
Emotional Skills
The School Improvement Team met this summer
to review the structures we currently have in
place to support students.
We went through a
reflection process to determine what
structures would have the biggest impact for
supporting students if they were upgraded.
Building Our Students’ Social
Emotional Skills
• The Leadership Team identified two
“linchpin” structures to focus on this
school year:
– Holding regularly scheduled class
meetings that reflect a restorative
practice model
– Improving and consistently
implementing our Problem Solving
model
Class Meetings
Class meetings are utilized to:
• Build the classroom community
• Develop and deepen classroom relationships
• Give each child a sense of belonging, connectedness and
self-worth
Advantages of class meetings:
• Students and teachers get to know one another better
• Increases respect and understanding
• Each child has an opportunity to share. It allows quiet voices
to be heard
• Promotes integration into the group/prevents exclusion
• Being listened to empowers everyone
Problem Solving Model
The Positive Learning Environment committee revised
our problem solving model:
– Simplified the model
– Main focus is on exploring alternative ways to solve a
problem
– Universal application
Current model:
– All staff provided input
– Differentiated for primary and intermediate grades
– Will be expanded as foundational pieces are mastered
Building Our Students’ Social
Emotional Skills
• Classroom guidance lessons have taught the
problem solving models to students in Grades 1-5.
• Classroom guidance lessons in Kindergarten have
focused on building positive relationships.
– We have worked on this through using the text,
Have You Filled Your Bucket Today? by, Carol McCloud
Thank you!